| Record Number |
17674 |
| ISBN |
9789264226319 (electronic) |
| 9264226311 |
| Corporate Author |
Organisation for Economic Co-operation and Development. |
| Title |
TALIS New Insights from TALIS 2013 [electronic resource] : Teaching and Learning in Primary and Upper Secondary Education. |
| Published |
Paris : OECD Publishing, 2014. |
| Collation |
1 online resource (332 p.) |
| General Note |
Description based upon print version of record. |
| Primary teachers' professional development. |
| Access online at URL below and via OECD iLibrary available at NSW Teachers Federation Library. |
| Who are our teachers, and what do they think about the job they do and the support they receive from their colleagues and from society as a whole? The OECD Teaching and Learning International Survey (TALIS)asked teachers and school leaders in lower secondary schools in 34 countries and economies about the conditions that affect the learning environment in their schools. The results of the 2013 survey, published in TALIS 2013 Results: An International Perspective on Teaching and Learning (OECD, 2014), show that, among many other findings, lower secondary teachers still work in isolation, rarely or never teach jointly with colleagues, and do not always receive meaningful feedback. They also show that teachers’ satisfaction with their job is much more affected by students’ behaviour than by the size of their classes. This report broadens the results from TALIS to include responses from primary and upper secondary teachers. |
| Contents Note |
Foreword; Acknowledgements; Table of contents; Boxes, Figures and Tables; Executive summary; Reader's guide; Overview of talis in primary and upper secondary education; What is TALIS?; Figure 1.1 Countries and economies participating in TALIS 2013; Learning about teachers across an education system; Figure 1.2 Countries and economies surveying primary and upper secondary schools; The population surveyed; Box 1.1 The TALIS design in primary and upper secondary education; Interpretation of the results; Organisation of the report; Primary teachers and their schools. |
| A profile of primary education teachers; Demographic profile of teachers; Educational attainment and work experience; Figure 2.1 Gender and age distribution of primary teachers ; Box 2.1 Reform of Teacher Education in Denmark; Figure 2.2 Completion and content of teacher education or training programme for primary education teachers ; Employment status; Figure 2.3 Work experience of primary teachers ; A profile of schools where teachers work; School type and school composition; Figure 2.4 Employment status of primary teachers, full time or part time. |
| Figure 2.5 Primary schools composition by first language, special needs and disadvantaged homes School resources; Figure 2.6 School resources in primary education ; Characteristics of primary teachers' classrooms; Figure 2.7 School resources in primary education, by socio-economic level ; Box 2.2 Language minorities in Denmark, Norway and Flanders (Belgium); Figure 2.8 Classroom composition in primary education ; Profile of principals and school leadership in primary schools; Box 2.3 Special-needs students in Finnish primary schools. |
| Demographic characteristics of primary school principals; Educational attainment and work experience of primary school principals; Figure 2.9 Gender and age distribution of primary education principals ; Figure 2.10 Primary education principals' formal education ; Figure 2.11 Work experience of primary education principals ; The work of primary school principals; Figure 2.12 Gender of primary education teachers and principals ; Box 2.4 Collaboration among Schools in Flanders (Belgium); Figure 2.13 Principals' working time in primary education. |
| Figure 2.14 Principals' leadership in primary education Figure 2.15 Primary education principals' participation in a school development plan ; The work of primary education teachers; Introduction; Supporting and developing primary school teachers; Appraisal and feedback; Figure 3.1 Teachers' feedback by source of feedback in primary education ; Figure 3.2 Methods for providing feedback to primary education teachers ; Figure 3.3 Emphasis of teacher feedback in primary education ; Figure 3.4 Outcomes of teacher feedback in primary education. |
| Summary Note |
The Teaching and Learning International Survey (TALIS) asks teachers and principals who they are, where they teach and how they feel about their work. The results on lower secondary schools were published in TALIS 2013 Results: An International Perspective on Teaching and Learning . A few countries chose to also conduct the survey in primary and/or upper secondary education. This report presents the results of these options and offers a broader view of teachers and school principals across all levels of compulsory education, and all the similarities and differences in the issues they are facing. |
| Subject |
Education, Primary |
| Education, Secondary |
| Education |
| Internet Site |
http://www.oecd.org/edu/school/talis.htm |
